Observation/Reflection #1: Starting From the Beginning
During this observation, focus on how class begins. Where is your CT before class begins? What is he or she doing? How and when does your CT establish order and begin class? How is homework from the previous night reviewed/collected/assessed? How does your CT engage students during the opening of the lesson?
Observations:
I found my CT standing in the corridor in front of his classroom entrance. It was in between classes and the corridor was filled with a flowing, noisy mass of high school students.The CT stood there at the end of the corridor and as students peeled off that throng of students and moved to enter his class, he greeted them warmly by name and smiled at each and every one. When the bell sounded he and I entered the classroom and he closed the door behind us.What I noticed as I initially entered the class were some students: vRummaging through their backpacks, finding and extricating notebooks, textbooks or pieces of paper. vWriting in their notebooks vOpening textbooks vTalking quietly among themselves The CT then quietly asked for homework to be passed to the front of the class while he made his way to the front of the class. I noticed that up front written on the white board was the following: October 14, 2008 Review Chapter 2 Section 4 Discuss Chapter 2 Sections 5 & 6 Lab 40 Min (Owl pellets) This is what the students were copying down into their notebooks earlier.Upon reaching the front of the class he welcomed back 2 students who were absent the day earlier, giving them some handouts and telling them that he would help them at the beginning of lab with what they had missed.On a lab table next to his desk were neat stacks of paper that I would later discover to be all the necessary handouts for completing the Owl Pellet Lab.
Reflections:
Evidently, my CT is very organized. His 32 years of experience showed.He exhibited the following behaviors that reflected his experience and contributed to an efficient and effective start of class. vGot their early to set up class. vGreeted the students entering the class. vSet clear consistent expectations for what a student does when entering his class. vInformed the students what was going to happen that day. vAll the supplies and tools that he and his students would need for that class were easily accessible. vMade sure that students were prepared and acknowledged those that may be behind. All these teacher actions prior to and the beginning of class helped prevent the transfer of that noisy corridor mayhem into the classroom.I see now how important it is to control the classroom before you start teaching the lesson.
Class Topic: Starting From the Beginning
Grade: 9
Observed by:Lionel Tessier
Observation/Reflection #1: Starting From the Beginning
During this observation, focus on how class begins. Where is your CT before class begins? What is he or she doing? How and when does your CT establish order and begin class? How is homework from the previous night reviewed/collected/assessed? How does your CT engage students during the opening of the lesson?Observations:
I found my CT standing in the corridor in front of his classroom entrance. It was in between classes and the corridor was filled with a flowing, noisy mass of high school students. The CT stood there at the end of the corridor and as students peeled off that throng of students and moved to enter his class, he greeted them warmly by name and smiled at each and every one. When the bell sounded he and I entered the classroom and he closed the door behind us. What I noticed as I initially entered the class were some students:v Rummaging through their backpacks, finding and extricating notebooks, textbooks or pieces of paper.
v Writing in their notebooks
v Opening textbooks
v Talking quietly among themselves
The CT then quietly asked for homework to be passed to the front of the class while he made his way to the front of the class. I noticed that up front written on the white board was the following:
October 14, 2008
Review Chapter 2 Section 4
Discuss Chapter 2 Sections 5 & 6
Lab 40 Min (Owl pellets)
This is what the students were copying down into their notebooks earlier. Upon reaching the front of the class he welcomed back 2 students who were absent the day earlier, giving them some handouts and telling them that he would help them at the beginning of lab with what they had missed. On a lab table next to his desk were neat stacks of paper that I would later discover to be all the necessary handouts for completing the Owl Pellet Lab.
Reflections:
Evidently, my CT is very organized. His 32 years of experience showed. He exhibited the following behaviors that reflected his experience and contributed to an efficient and effective start of class.v Got their early to set up class.
v Greeted the students entering the class.
v Set clear consistent expectations for what a student does when entering his class.
v Informed the students what was going to happen that day.
v All the supplies and tools that he and his students would need for that class were easily accessible.
v Made sure that students were prepared and acknowledged those that may be behind.
All these teacher actions prior to and the beginning of class helped prevent the transfer of that noisy corridor mayhem into the classroom. I see now how important it is to control the classroom before you start teaching the lesson.
Class Topic: Starting From the Beginning
Grade: 9
Observed by: Lionel Tessier